The term "international educational experience" is in rapid evolution in terms of both structure and definition (Hoffa & De Paul, 2010). The field is currently experiencing the appearance of a new and increasingly popular genre, known as non-credit educational abroad (Mahmoud & Fairugia, 2016). This type is expected to be one of the fastest-growing education abroad areas in the field (Perlin, 2012). The aim of this study on international post-baccalaureate non-credit internships is threefold. First, it provides insights into students' perceptions throughout the internship experience: pre-program motivations, on-the-job experience, and post program take aways. Second, it defines, from the participants' perspective, what programmatic variables constitute a quality international internship experience. Finally, the research data discovered is useful for four key stakeholders, namely, 1) future participants who need guidance in making informed decisions about this option, 2) higher education institutions offering this option of international experience, 3) third-party educational entities that design and provide this type of program, and 4) researchers who can further expand on this study's findings to study other programs of this genre. One of the main motivations for conducting this study is the current lack of research on this internship genre. While sound research exists on the impact of study abroad (e.g., Paige et. al, 2009), there are few retrospective tracer studies for work abroad based on the students' perspective. In part, this is because gathering contact data for this genre is challenging as participants are not linked to any educational institution as it is a non-credit option. This study surveyed 2,224 students and was facilitated by The Council for Educational Exchange (CIEE), who performed the recruiting for the program and maintained a contact data base for post-program quality control. This data facilitated the unique opportunity to conduct this retrospective tracer study. The study's definition of program outcomes is informed by Bourdieu's influential conceptual framework. In terms of employment, this translates into what students perceived as having gained in social capital (e.g. professional networks) cultural capital (e.g. knowledge of Spain and its cultures) and economic capital (e.g. finding a meaningful job). The most surprising result of the findings was that students' motivations for joining the program, and what they most appreciated having completed it, had little to do with employment. Students joined the program primarily for "having an international experience," and what they most appreciated having completed it was "growth in personal development" and "career definition". These were unexpected findings given that an internship in and of itself would lead one to expect the priority of direct employment over personal goals or career orientation. Given the unanticipated nature of the findings, this study fulfills its mission to inform potential participants and educational entity providers about the nature and impact of not for credit international internships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]